The Effect of Using CAN-DO Lists on EFL Learners’ Proficiency and Awareness

Abstract

This study attempts to examine the effect of using CAN-DO lists on (a) EFL (English as a foreign language) learners’ proficiency in English and (b) their motivation and their reaction to the use of a CAN-DO list. Two lists were used for the study: one focusing on communication and one on grammatical points. The research questions were 1) Which of the two CAN-DO lists contributes to the improvement in students’ English proficiency and motivation? 2) What do students think of using a CAN-DO list to judge their English ability? The participants, students enrolled in two classes at a high school in Japan, self-assessed their own English proficiency in May 2017 and July 2017, the two groups using the two kinds of lists mentioned above respectively. In May, their English proficiency was measured, and they answered a questionnaire about motivation. In July, the same sort of data was collected from the same students and, in addition, they answered a questionnaire about using a CAN-DO list. The instruction in English that they received was the same between the two points in time. The results showed that choice of a list is not likely to affect students’ proficiency in English. The marginal significance obtained hinted that further research could reveal a possibility that a communication-focus list and a grammar-focus list affect students’ external motivation and intrinsic motivation respectively.